Status: In review

Summary: I am becoming increasingly interested in investigating the traits that enable teachers to succeed in their roles - traits I have termed “adaptive characteristics” and which include things like resilience, temperament, and motivation. In this paper, my co-author Michelle Taylor and I are looking at how first-year teachers’ resilience relates to their self-efficacy and their perceptions of their relationships with students.

Status: In preparation for initial submission

Summary: Teachers’ anxiety has been shown to impact students’ own emotions and outcomes, but how these relations operate in specific content areas, and for specific students, is still unclear. This paper explores how teachers’ anxiety for math, science, and ELA relates to their students’ anxiety in each content area, and whether these relations operate differently for boys vs. girls and for low vs. high-SES students.

Status: In review

Summary: Math has been identified as a context that is particularly vulnerable to negative teacher and student emotions. Recent calls in the field have highlighted the promise of applying positive psychology theory to the study of teachers, and reframing questions about negative teacher experiences to instead capture what helps teachers thrive in their roles. In that spirit, this study , in this paper I investigated relations among teachers’ self-reported enjoyment for teaching mathematics, science, and English language arts (ELA) and their students’ self-reported engagement in each content area, and how these relations might vary depending on student sex and SES.